LATIN IN COLLEGES.

Dominion, Volume 4, Issue 1091, 1 April 1911, Page 7

LATIN IN COLLEGES.

IS IT USEFUL IN ALL CASES? SOME A T IEWS ON EDUCATION. Some interesting views on the compul-. sory study of Latin at colleges wero given at a meeting of tho AVellington Collego Board of Governors yestorday. A motion was proposed by Mr. Lee as follows:— (1) That tho principal of tho Boys' Collego and tho lady principal of tho Girls' College be asked to report on tho advisability or otherwise of confining the Latin classes to pupils who are approved by them, and will remain long enough in tho Latin classes to gain a really- useful kuowledgo of the language. ■' (2) That suggestions bo made . by the principals as to what subjects- should be substituted for Latin, and. what changes, if any, would be necessary in the staffing of 3 the colleges. Mr. Lee stated that secondary education was being, very largely extended, and made available to all classes of tho community. ■ This secondary education (which seemed to meet tho wishes of the people generally) was not • tho secondary education 'of our fathers. AVhen tho 'scholars : reached the colleges, the great .bulk of them were put into tho Latin classes, Where they remained, very often for a year or two, and then loft with only a small acquaintance of the subject. ' There-fore'he-asked, AVas it good economy to spend tho time of these pupils in having them taught Latin? Much of tho time during .preparatory hours-was devoted to Latin translations. He would not speak against tho study of Latin generally, - but only of such cases where a low attainment could bo looked for, and where the time could; be better spent on some other subject— say oil'somo modern language. Ho believed,, also, in pupils, taking up sub-jects-for which-they showed special faculty, rather than being prepared for a general examination. The college teachers, no doubt, would oppose tho principle, because most of them had, been brought'up on tho old "Latin lines." It was the duty of tho board to say from timo to time whether tho education at the colleges was the best that could be given. They should consider, not'so much the brilliant boy. at the top of the school, but the ninety and nine who had to go out into tho world also. ' ,Mr. Ward said his experience was that if a boy could hot learn Latin he could not learn a modern language— ( French, for instance. It was often found that French was-a,more difficult language to a pupil than Latin. It was also impossible to find out immediately what subjects boys wero likely to be good at, and often a parent did not know how long they intended .to lot them stop. The ideal scheme which Mr. Leo had in his mind was 0110 which, under, .a perfect condition of tilings, would be best, but it would be impossible of achievement, in a lurgo school with a limited staff, .i It was also not advisable, because a boy found a subject difficult, that he should be relieved of it'; and after, although when he. left school a pupil could not do much with his Latin, still, ho had been through a course of mental gymnastics, and his intellectual faculties had been trained, -—all of which helped him to. become a better.-citizen...../ The effect- of,the.learning in many cases remained 'long after the actual learning had/gb'ueV' -'" The chairman agreed with what Mr. AVard had laia\™.f-hW%\iVsfiUUvcry important • principle-, .underlying Mr. Leo's motion. It- was ~really this:, What isvthe function in-education-pf, the secondary- school? - .The, function was.to prepare ?a general groundwork, such. as would- enable the student to enter, .properly fitted, into any path,-he may'; choose—fitted, generally and not specially—and that w : as 'the- difference between Mr. Lee's contention and his own. Mr.oLee said they had-the high and technical schools; they should bring down the collego to the level of tho high school, by. trying to make the college course conform, in sonic' measure, to their courses., If they did this, they would have to admit that the function of; the secondary schools was. not to give a boy a general but a specialised education in tho particular direction in which he hoped to proceed in life. He contended that it would - equip a boy better for special work if his other perceptive and logical faculties wero also developed, and his intellect broadened by a general all-round education. Latin, would.play its part in this. He would .vote against the proposition. Mr. Barber said it was proposed only to obtain a report. He would therefore vote with Mr. Lee. . ■ . Miss Richmond thought that such an education as Mr. do Brandon had described was'absolutely necessary. But she-would also like to seo a little education for those known as "duffers." (Laughter.) Persons in charge of Echools should therefore bo free to deal with those pupils in a freo way. Sho would also like to see greater emphasis laid upon French and German—besides, they should know the language of their future conqueror. (Laughter!) ' Mr. Lee briefly replied. He knew that, in tho future education would bo on/lines not to suit the curriculum, but to suit tho meiital faculties of • the pupils. Ho was _ not contending for specialisation entirely. Miss Richmond would vote for one part of tho motion, but against the other. Mr. AVard said ho would like a report. Tho motion would not commit them. After further brief discussion, tho motion was carried,! Miss Richmond and the chairman voting against it.